资源简介

Unit 2 Be sporty, be healthy
Integrated skills 第一课时 教案
教材分析：
本课时通过一段Leo与Dr. Chen的对话与一篇电子邮件，介绍了Leo所遇到的健康问题与Dr. Chen所提供的建议。重点表达与表达主要涉及问题描述、建议询问与提出等话题。本文的价值取向在于学生通过学习，学习健康与运动的意义与内涵，能根据他人具体情况向他人提供健康相关建议。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及问题描述、建议询问与提出等话题的重点词组与句式，如give a suggestion；能够提取语篇中的信息，并分析理解语篇结构。
思维品质上，梳理听力内容事件发展时间与脉络，归纳对话涉及的主要内容与信息；辩证看待现实中无法落实体育运动的原因。
文化品格上，体会健康与运动的意义与内涵，学习如何得体合适的询问他人建议并给出意见，了解熟悉邮件的主要格式与特点。
学习能力上，提高策略意识，归纳与学习完成听力任务的策略与技巧；学会以表格或思维导图形式，有逻辑的归纳听力与阅读材料。
教学重点：
学生听懂听力文本，了解Leo的问题，理解Dr. Chen提供的建议的意义。
学生读懂阅读文本，了解成为一名Leo的困惑与问题产生的主要原因。
教学难点：
学生能有逻辑的归纳总结听力与阅读训练主要内容与发展思路。
学生能有理有据的给出运动主题相关建议。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to think about the question “How often do you exercise a week What do you usually do ” and share their answers. Then Ss are asked to think about the question “Have you ever encouraged others to work out ” T could offer some hints if necessary. Suggested answers: I do my exercise usually like twice a week. A yoga class is always my favorite because it helps me to ... I guess if the friend fall into some physical or health problems I might convince him of... 听前设问，鼓励学生联系自身情况，思考导入主题。 3’ IW
Step 2 Listen and tick: Ss are asked to listen to Leo and Dr. Chen’s conversation and tick the problems Leo mentions in the boxes. Before listening, T leads Ss to go through the key strategy when listening for the information needed in the task. Meanwhile, T could introduce some speaking strategy in asking others’ problems to help Ss get acquainted with the listening material. T and Ss check the answers by play recording sentence by sentence. 引导学生进行听力任务总结听力技巧，帮助学生熟悉询问意见用语，提升学生学习能力与语言能力。 10’ CW/IW
Step 3 Listen and complete: Ss are asked to listen to the conversation again and complete the notes. Before the task, Ss need to predict the information for each blank. And then, T leads Ss to learn the skills for giving suggestions, which will help Ss to locate the key information in completing the notes. T and Ss check the answers together and summarize the key points in giving suggestions. 引导学生完成听力任务，帮助学生熟悉提建议所用语言与技巧，总结做题技巧,提高学生语言能力与学习能力。 8’ CW/IW
Step 4 Reading: Ss are asked to read the email and make a list of the reasons why Leo is unwilling to begin working out regularly. T can give some tips about locating reasons. T and Ss read the passage and check the answers together. After reading, Ss are asked to list the key elements in an email and discuss with their partners about the reading content. Then T leads Ss to learn the structure and some major features of the email. 引导学生进行有目的的阅读，引导学生分析总结文章逻辑与思维框架，熟悉邮件语篇特点，提升学生思维品质。 15’ CW/GW
Step 5 Discuss in groups: Ss are asked to discuss the question. T could offer some hints if necessary. Do you feel the same way Why or why not If you were Leo’s friends, what would you say to him to solve his problems and concerns 引导学生针对所读内容进行辩证性思维，提升学生解决问题的能力。 8’ CW/GW
Step 6 Homework: If you were Leo’s friend, what would you do Would you recommend him to do sports And how Have a role-play conversation with your partner.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否理解听力与阅读文本主要内容，并能逻辑清晰地梳理出Leo所面临的问题与原因和Dr. Chen提出的解决建议。
学生通过本课时学习，能否加深对健康与运动的理解，了解如何询问他人建议并给出意见。

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